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Articles 1 - 6 of 6
Full-Text Articles in Education
Blurring The Boundaries: Creative Collaborative Space For Excellence And Innovation, Patricia Hoffman, Paul Force-Emery Mackie
Blurring The Boundaries: Creative Collaborative Space For Excellence And Innovation, Patricia Hoffman, Paul Force-Emery Mackie
Social Work Department Publications
Our Center for Excellence & Innovation has brought together our Center for Excellence in Teaching & Learning, our Center for Excellence in Scholarship and Research, Assessment Coordinator and our Educational Technologists to serve faculty in a “one-stop shopping” venue. Through integrated marketing we inform faculty of resources and opportunities for professional development working diligently to ensure that faculty not only receive needed assistance but also experience a warm, welcoming environment. Seven principles of learning space design contribute to this collaborative, learner-centered environment: comfort, aesthetics, affordance, flow, equity, blending (a mixture of technological and face-to-face pedagogical resources.
The "W" Graduation Requirement, Kirsti Cole
The "W" Graduation Requirement, Kirsti Cole
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A CETL workshop on the writing intensive graduate requirement at Minnesota State University, Mankato.
Academic Language, Anne Dahlman
Academic Language, Anne Dahlman
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A Powerpoint presentation on academic language and how to incorporate it in the classroom.
Foundations Of Assessment, Lynn D. Akey, Patrick Tebbe
Foundations Of Assessment, Lynn D. Akey, Patrick Tebbe
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Document about the basics of assessment.
Teaching & Learning: Presentations, Patricia Hoffman
Teaching & Learning: Presentations, Patricia Hoffman
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PowerPoint presentation examining the use of a presentation in teaching.
Building Self-Directed Teachers: A Case Study Of Teachers' Perspectives Of The Effects Of Cognitive Coaching On Professional Practices, Kevin S. Bjerken
Building Self-Directed Teachers: A Case Study Of Teachers' Perspectives Of The Effects Of Cognitive Coaching On Professional Practices, Kevin S. Bjerken
All Graduate Theses, Dissertations, and Other Capstone Projects
This case study of a single school district aims to identify teachers' perceptions of how their professional practices have been affected after four years of receiving Cognitive Coaching. Cognitive Coaching was used in participants' professional development as a part of an Alternative Teacher Professional Pay System and included three observational cycles per year for four consecutive years with a certified Cognitive Coach. Through focus group interviews and surveys, Cognitive Coaching was found to have multiple positive effects on professional development, according to the perspectives of the sample group. Themes of an increase in reflective practice, increased awareness level, and greater …